for about 9 months. It began with the confluence of recognizing the
power of Web 2.0 tools and a question from me to our Academic Dean
regarding the viability and appropriateness of differentiated
instruction in our classrooms. My point was similar to yours, but not as
developed. I said computers were good at keeping track of large volumes
of data that can be quickly distilled into useful information, something
at which we humans are not as good.
Given the state of public education and the NAIS program to make
distinctions between what we offer and what good public schools offer, I
predict we will have to differentiate in the classroom for our continued
success (perhaps some schools already do this). In order to do so, I
think we will need the help of technology to create a constructive
learning environment in which the teacher continues to interact with
students (using Web 2.0) and to collect and distill the mounds of data
that we would capture to measure individual student learning and
performance.=20
This discussion made me think of an experiment we are trying in a
Trigonometry class this winter using Tablet PCs and an application
called DyKnow. The teacher has developed all the course materials in
DyKnow, and students use the program on a daily basis in class. As each
student works on a problem solution or proof, the teacher has the
ability to selectively monitor any one of those students, and
communicate with that student confidentially as they work. For all
students, DyKnow records how the student writes out the solution
including erasures so the teacher can see the manner in which the
student approached the problem and where they ran into trouble. It is
not a Web 2.0 application, but it is a database. I can ask the teacher
about the progress of any student in the class and he can tell me their
strengths and weaknesses, as well as show me exactly where they need
additional work.=20
DyKnow is but one example of where software that combines interactive
communication with good databases could make a huge contribution to
education by enhancing both teaching and learning. Perhaps this is a
conversation that should be mirrored on the Independent School Educators
Network. Thanks for raising the issue.
Joel
_________________________________
Joel Backon
Director of Academic Technology / History Teacher
Choate Rosemary Hall
333 Christian St.
Wallingford, CT 06492
203-697-2514
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-----Original Message-----
From: A forum for independent school educators
[mailto:ISED-L@LISTSERV.SYR.EDU] On Behalf Of Fred Bartels
Sent: Friday, January 04, 2008 12:43 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Database driven education
A few developments have caused me to think again about the potential
role
of databases in education. Certainly most of the web 2.0 tools (blogs,
wikis, forums, social networking sites) are all made possible by the
databases of one sort or another that underly their front-end user
interfaces, but this is only part the database use I'm thinking about.
The
other part is the use of databases to support greater customization and
individualization of learning.=20
It seems to me we are getting close- in terms of the information
technology needed at least- to a scenario is which students can move
through web-based subject matter (organized in databases) from the best
and brightest of experts (think TED), be assessed on their learning via
web-based assessments (organized in databases), and have web-based
detailed ongoing elaborate records of their progress (organized in
databases). In other words, an education system in which databases allow
each student to make their educational experience highly customizable to
their individual needs, interests, strengths, learning styles while also
allowing highly accurate tracking of each student's progress.=20
In a system like this classes would still be necessary for discussions
and
other group activities but might need to meet substantially less than
they
do now. Teachers would also be just as needed as always, but more for
answering questions, providing motivation and guidance, providing
feedback
for open-ended work like writing and projects, and for monitoring
progress.=20
It seems possible that this approach could provide a way forward out of
the industrial-age model of education that still characterizes so much
of
what we do. Ken Robinson compares our current educational approach to
strip-mining. He contends that individual learning styles and interests
are often crushed in order to produce our competitive entries for the
next
stage of educational process. Perhaps information technology is making
it
possible to no longer perform the educational equivalent of strip
mining?
Thoughts?
Fred
-------------------------
Fred Bartels
Head - Computer Department
Rye Country Day School
914-925-4610
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Submissions to ISED-L are released under a creative commons, attribution, non-commercial, share-alike license.
